Why should children go out of doors?

Can be when children come together for a music or language experience Can be defined as a flexible, guided and directed learning experience where the educator works with small groups, large groups or the whole group of children to stimulate learning and development

More in depth conversation and discussion Feelings of group spirit Greater self confidence A sense of belonging Preparation for school

It is recommended that a smaller size is more appropriate When planning and implementing larger groups, ages and abilities of the children should be taken into account There is a strong swing away from the provision of large, highly structured and adult controlled group times

Group times should involve active participation, not passive listening Should encourage children to interact with one another The adult’s role is of facilitator, not instructor The educator should encourage children to share their thoughts and feelings They should role model questioning, commenting and active listening

Keep your group size as small as possible so that effective conversation, discussion and direct involvement are possible Roughly outline what you are going to do and have necessary materials organised but be prepared to be flexible

How you will gather the children together for a group – is this a voluntary experience? The seating arrangements and location How you will gain the attention of the group, settle the group How you will end the group

Make eye contact to all the children Reduce time spent waiting for a turn Use the children’s names to focus their attention or to direct questions Learn to interpret children’s verbal an non verbal feedback If the group time is interesting and meaningful for the child, their own curiosity will prompt them to join the group. Do not wait until everyone is ready

Why should children go out of doors?

Freedom is expressed by the amount of time provided, the space and the choice of resources

Children often lead structured and sedentary lives Children need a sense of autonomy if they are to develop a belief in themselves Effective outdoor play provides a sense of freedom

Experiencing the weather is the one totally unique aspect of outdoor play Light changes, casting shadows and patterns of coloured light The wind moves objects The rain makes the world a shiny place

We all learn in different ways and have a preferred learning style Plastic materials are often used to motivate young children, but they engage mainly visual learners

Sensory materials such as grass, leaves, water, mud, wood and rock can all occur in a well designed outdoor area area

This focuses on sustainability and how to have a more environmentally friendly lifestyle

It explores ecological issues – waste management, re- cycling, litter, energy, water management, transport and the outdoor environment growing food and flowers

Outdoors offers children a great sense of joy Outdoor learning is especially beneficial to children who are kinesthetic learners

Indoors and outdoors should be viewed as one combined learning environment The outdoor environment has to be planned carefully Staff should decide what to leave for children to find out on their own and what to be involved with

The adult should be nearby to support the learning Similar learning can take place both outdoors and indoors

Children should be able to change and modify the outdoor area according to their needs Open ended resources should be provided that can be used in a variety of ways

Large permanent structures need to be examined carefully for their learning potential

Planning needs to be responsive and flexible so that experiences can be linked to the weather

Cultural diversity should be celebrated inside and outside Adults need to see outdoor play as an integral part of early learning Staff interaction and a purposeful outdoor space will give a message that children can learn outdoors

The staff role is integral to the success of children learning outdoors If there is a real motivation to take children outdoors, then great things can be achieved

An outdoor environment should be designed with children’s behaviour and interests in mind Think about: Access to the area Size and layout of the area Shade, shelter and seating Storage Security and safety